Camelsdale Primary School. Art and Design Policy

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1 Camelsdale Primary School Art and Design Policy 1

2 Camelsdale Primary School Art and Design Policy The School has now been awarded Artsmark in recognition of its commitment to Art and Design Aims to provide a balanced and continuous programme of art, design and craft for all pupils throughout the school. To provide a programme which builds upon previous experience and extends capability further. To enable pupils to learn in and through art the process of making, to learn a widening range of techniques and make use of knowledge and understanding of the work of artists and designers. To ensure that art has credibility and status in the school and is displayed in classrooms and the communal areas. Objectives During The Foundation Stage art should enable pupils to: explore colour, texture, shape, form and space in two and three dimensions. Use imagination in art work and explore different media (including paint, pastels, colouring pencils, clay, playdough, junk modelling). During Key Stage 1 art should enable pupils to: develop their creativity and imagination by exploring the visual, tactile and sensory qualities of materials and processes. They will learn about the role of art, craft and design in their environment. They will begin to understand colour, shape and space, pattern and texture and use them to represent their ideas and feelings. During Key Stage 2 art should enable pupils to: develop their creativity and imagination through more complex activities. These help to build on their skills and improve their control of materials, tools and techniques. They increase their critical awareness of the role and purposes of art, craft and design in different times and cultures. They become more confident in using visual and tactile elements and material and processes to communicate what they see, feel and think. National Curriculum Requirement During Key Stage 1 pupils will be taught to: Record from first hand observation, experience and imagination and explore ideas, sometimes using a sketchbook; Ask and answer question about the starting points for their work and develop their ideas; Investigate the possibilities of a range of materials and processes; 2

3 Try out tools and techniques and apply these to materials and processes, including drawing; Represent observations, ideas and feelings and design and make images and artefacts; Review what they and others have done and say what they think and feel about it; Identify what they might change in their current work or develop in their future work; Appreciate the visual and tactile elements, including colour, pattern and texture, line and tone, shape, form and space; To understand the materials and processes used in making art, craft and design; To understand the differences and similarities in the work of artists, craftspeople and designers in different times and cultures; To explore a range of starting points for practical work; To work on their own and collaborate with others on projects in two and three dimensions and on different scales; Use a range of materials and processes; Investigate different kinds of art, craft and design. During Key Stage 2 pupils will be taught to: Record from experience and imagination, select and record from first hand observations and explore ideas for different purposes; Question and make thoughtful observations about starting points and select ideas to use in their work; Collect visual and other information to help develop their ideas, including using a sketchbook; Investigate and combine visual and tactile qualities of materials and processes to match these qualities to the purpose of the work; Apply their experiences of materials and processes, including drawing, developing their control of tools and techniques; Use a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artefacts; Compare ideas, methods and approaches in their own and others work and say what they think and feel about them; Adapt their work according to their views and describe how they might develop it further; Know about visual and tactile elements, including colour, pattern and texture, line and tone shape, form and space, and how these elements can be combined and organised for different purposes; Know about materials and processes used in art, craft and design and these can be matched to ideas and intentions; Know about the roles and purposes of artists, craftspeople and designers working in different times and cultures; To explore a range of starting points for practical work; To work on their own and to collaborate with others on projects in two and three dimensions and on different scales; To use a range of materials and processes including ICT; To investigate art, craft and design in the locality and in a variety of genres and traditions; In our new curriculum we are developing our understanding of the Arts and we aim to: 3

4 Learn how the arts are created and enjoyed today, how they changed over time and the contribution they make to our lives. Explore how the arts are used and valued in different cultures and traditions. Learn how to combine art forms imaginatively and in complementary and enhancing ways. Be introduced to the appropriate language of the arts. Perform and exhibit for a range of audiences and work with artists in and beyond the classroom. In studying art, children will: Be involved in design, craftwork, and fine art on a variety of scales, working in two and three dimensions and using ICT to explore line, shape, form, colour, texture and pattern. Pupils will have the opportunity to: Explore and refine a range of techniques, materials, processes and media, including digital media, to draw, sculpt, model, design, paint and print. Design and create images and artefacts, expressing ideas for clearly defined purposes. Then move on to: Investigate, explore and record information to appreciate aesthetic qualities and generate imaginative ideas. Design and create images and artefacts by selecting, developing and refining techniques and using a range of materials and media ideas. Safety in the Classroom Teachers should ensure that material and tools are organised as safely as possible. The children should be given clear instructions about safe ways to use tools and materials. When materials are not in use they should stored safely away from the children. Materials and tools should not be placed at any time in the mouth, nose and ears and children using scissors or cutting tools will be appropriately supervised. Classroom Management for Art Each classroom has, wherever possible, a designated area for art usually near the sink sometimes including an art table and easels. Children have access to a watercolour set, brushes, mixing palettes, water pots and sponges. There is also a clay bin, hessian, clay tools and a range of papers. Specialist equipment is stored in the stock cupboard and a selection of reference materials is in the library area.. Artwork is kept in school for a term and then sent home. Selected work may be 4

5 displayed in term books. These will be kept until the end of the following term. Assessment and Planning Art occupies 4% of the curriculum time. Teachers plan for art in the Termly Grid, planning sheets, and record in their daily planning books. Art assessment is an integral part of the teaching and learning process and can be assessed by: discussion with either individual pupils or the whole class. oral feedback about individual strengths and weaknesses. Teachers define exactly what the pupils should learn and then use these intentions as a basis for assessment.. Scheme of Work Our newly amended Scheme of Work is an amalgamation of the most successfully trialled QCA units of work and also incorporates our new creative learning journey based on The Rose Review. Drawing is taught following the How to Teach Drawing progression skills books. Each teacher has their own copy. The scheme of work for art at Camelsdale covers painting, drawing, printmaking, textiles, and 3D/sculpture, I.C.T. sketchbook work and using the work of artists, designers and crafts people. Drawing is taught following The How to teach drawing Progression of Skills Book. Each teacher has their own copy. The Scheme of Work will include visits to museums, galleries and sites and also links with amateur and professional practising artists wherever possible. The art subject leader carries out plans and monitoring of artwork within the school. The subject leader is given opportunities to attend various courses and any information or ideas collected are fed back to staff and Inservice Training is held where appropriate. Sketchbooks The National Curriculum states that Key Stage 2 pupils should be taught to : collect visual and other information to help them develop their ideas, including a sketchbook. At Camelsdale School children in both KS1 and KS2 are encouraged to use sketchbooks and each child is provided with a sketchbook made up of good quality paper. The role of the sketchbook is to provide a sequential development of ideas, source material, thumb-nail sketches, Glossary, colour ways, written notes and annotations, photocopies, recordings of people and objects of interest, photographs, magazine clips and cut and paste items could all be part of the sketchbook. Children are encouraged not to cross out their mistakes, fill the page and use a wide range of media. The sketchbook recordings are only a beginning and should lead to further 5

6 work although sometimes it may turn out well enough to be presented as finished work. This is not, however, their prime purpose. The children should learn increasingly to use their sketchbook as a personal notebook and so reflect their own interests. Teachers may have their own sketchbooks. The sketchbook provides the teacher with a good tool for assessment. I.C.T. The computer can be used both as a source of information and as a tool to enhance and extend use of traditional media. Pupils where appropriate should be given the opportunity to apply their I.C.T. capability to art, craft and design. Children have access to a digital camera, are able to use the internet to investigate the work of artists, craftspeople and designers, are able to exchange ideas using , add their art to the school Website and use the electronic sketchpad. Language Development Art provides rich stimulus for the development of language and all children are encouraged to develop their vocabulary within their art activities. The knowledge and understanding taught and the vocabulary developed, where ever possible, are related to the children's investigating and making. Meeting the Needs of all the Pupils We recognise that a range of strategies and differentiation need to be used to meet the individual needs of the Gifted and Talented ability pupils and those pupils with special educational needs and work is set appropriately. Gifted and Talented pupils are put forward for the West Sussex Enrichment Programme and the Locality Gifted and Talented courses and workshops. Clay We have a kiln in school and the staff are encouraged to use it to fire children's work wherever possible. We aim to fire at least one piece, per child, per year. Whilst children should be made aware of what the kiln looks like and how it operates, for safety reasons children are not allowed in the room unattended during firing. Display See our separate Display Policy for information. Focus for 2010/11 The art focus for the academic year is to continue to promote the development of ICT within art to continue to promote the good use of sketchbooks throughout the school to develop art links within the local community and involve more professional visits to further the children s learning to take part in the Hindhead Tunnel Sculpture Project and as a result develop children s knowledge and experience in sculpture. 6

7 Date: Summer 2010 Art Subject Leader: Mrs Margaret McNicol Review: Summer

8 APPENDIX Observational Drawing ideas sheet "Seeing comes before words. The child looks and recognises before it can speak" John Berger "I have learned that what I have not drawn I have never really seen and that when I start drawing an ordinary thing I realise have extraordinary it is, a sheer miracle; the branching of a tree, the structure of a dandelion's seed puff. Frederick Franck. In the process of learning to draw we hope the children will look more carefully at the shapes and forms which surround them. They will have experience of: different line making tools - chalk, crayon, pencil, black pen, quills, twigs dipped in paint. They will also describe the quality of their lines:- wiggly, dotty, rough, thick, thin... or describe lines in natural objects; such as grain in wood. They will make marks and shapes through examination of objects;- rounded shapes - shells, balls, pine cones, pebbles. rectangular shapes - windows, doors, buildings and boxes. triangular shapes - trees and roofs irregular shapes - clouds and figures scaly patterns - fish and reptiles straight lines - telephone wires marks that make patterns (brickwork) comparing curves with straights comparing shapes against horizontal and vertical comparing length, width and height Associated Language twirl, twist, drag, swirl, stamp, pull, flick, pattern, symbol, detail, decorate, dark, light, shade, overlapping, sign. They will draw objects from different points of view: top, side, back, front, underneath, up, close, far away; focusing on one part only (view 8

9 finders), looking through windows/fences/gates. The children will learn to add more detail, compose angles, pointed or spikes shapes, look for direction of lines and changes of direction. Observational drawing could involve: an annotated sketch abstraction background foreground highlights (compare dark shapes with light) focus tone texture feelings (emotion) drawing from still-life and real-life situations refining figure drawing Children will study techniques of perspective and shading which may involve: outline focal point still-life horizon skyline lettering shade tone texture shadow and reflections Teachers should ensure that in planning for observational drawing the activity is given particular focus. 9

10 APPENDIX Painting range of ideas and skills Free painting - naming marks and colours that children produce. Setting up painting table and care of equipment Simple colour mixing - identify primary colours. - displays of objects of one colour used as a starting point for mixing and matching colours. - paintings of only one colour - matching/sorting colours. Experiment with brushes - rolling, swirling, twisting, dabbing, moving slowly/fast to create lines etc. - thick paint, thin paint/wash, dribbling/dripping. Basic colour theory - mixing shades of colour using secondary colours. - white. - yellow ochre - crimson red - a cool red. - vermilion/scarlet - a warm red. - cobalt blue - a cool blue. - ultra marine - a warm blue. - black. Experiment with applying paints using a variety of implements e.g:- string straws pieces of card crumpled paper sponge rollers twigs fingers hands apply texture prior to paint e.g.sand. Explore different tones or shades of the same colour e.g:- collect, sort, label, describe, paint such shades. Explore painting on different surfaces e.g:- dry and wet paper coloured paper corrugated card fabric plastic foam natural surfaces stones rock wood sticks 10

11 Use colour to express moods and feelings red - anger yellow - joy/happiness black - fear/death blue - coolness/calmness green - peace Spend time refining and polishing a painting Use colour to highlight a focal point contrasting colours bold colours e.g. advertisements - colour used to highlight important parts. Use paint for different purposes e.g:- apply a thin wash of paint as background, then apply thicker paint to bring to the foreground. Use blue and greys to create shadows. draw a picture using a dark colour or pastel and then apply a wash of colour to create a 'see through' effect. Use a view finder - artist view of a scene insert coloured cellophane to the world through a new colour. Look at the idea of perspective background middleground foreground size relationships landscapes skylines still life Paint in the style of a chosen artist Select appropriate techniques and styles to suit a purpose spend time planning, developing, completing and presenting a painting. 11

12 APPENDIX Key Stage 1 & 2 Vocabulary Development COLOUR Yellow - ochre - lemon Red - vermillion - crimson Blue - colbalt - prussian PORTRAIT FORMAT A painting, drawing etc. which is higher than it is wide. LANDSCAPE A painting, drawing, etc. which is wider than it is high (i.e. - the opposite of portrait format). So called because most representations of landscape have this shape. TEXTURE IMPASTO PALETTE TONE FORM VISUAL LITERACY. VISUAL PERCEPTION SHISHA In art and architecture, the nature of the surface of a painting, sculpture, building etc. The texture produced by the thickness of pigment in a painting. A portable tray on which an artist sets out and mixes his colours. Comparative brightness or dullness. The individual shapes and volumes, and their relationships, depicted in a work of art, whether figurative or abstract. How the visual language contains ideas, feelings, and meanings The ability to use visual methods to communicate. Indian mirror work. ELEVATION A drawing of the face of a building, looking directly towards its centre. PERSPECTIVE ACRYLIC PAINT GOUACHE HUE The method of representing a three dimensional object, or a particular volume of space, on a flat or nearly flat surface. An emulsion paint using a synthetic medium, acrylic resin, now frequently used by artists as a quicker drying substitute for true oil paint. Painting in opaque watercolours. Gives `chalky' look even to dark hues. A colour - a compound colour in which one of the primary colours predominates. WASH A hue or colour applied in a thin transparent layer. WATERCOLOUR PIGMENT Watersoluble pigments, combined with watersoluble gum as binder, and water as a medium, used to make transparent layer. The colouring agent in paint or dye. 12

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